Elaborative reminiscing delivered by non-parents benefits children, with strongest effects for low-SES and lower-ability children¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that experimenter-delivered elaborative style improved low-SES children's narrative skills, and that reminiscing need not occur with a parent to have an impact. → Dave Neale & Deborah Pino-Pasternak 2016

Evidence¶

Dave Neale & Deborah Pino-Pasternak 2016¶

Dave Neale & Deborah Pino-Pasternak. (2016). A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking. Educ Psychol Rev. https://doi.org/10.1007/s10648-016-9376-0

q2 · i? · review · r2

The review attributes this to Cain (2004), who assigned children to high or low elaborative style conditions delivered by an experimenter, with draw-and-tell versus tell-only narrative conditions. The review concludes that "even limited exposure to a particularelaborative style can have an effect."

"Low SES children’s narrative skills were stronger if they had be en assigned to a high elaborative experi-menter and were also stronger in the draw-and-tell condition compared to the tell-only condition."

Discussion¶

Learner Variables¶

• Oral Language — moderator: an instructional effect differs with it

Related Claims¶

• Intervention studies suggest elaborative style during reminiscing plays a causal role in children's language, narrative and theory-of-mind development — a broader claim this one bears on
• Parental elaborative style during reminiscing relates to children's vocabulary, narrative skills, autobiographical memory, and social-emotional skills — related
• Parental language input differs in quantity and quality across SES groups and relates to children's vocabulary, grammar, and processing development — related